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Welcome to Ethnic Studies with Ms. Ntoso!
Welcome to Ethnic Studies with Ms. Ntoso!
2023-2024 Ethnic Studies - SyllabusCourse Syllabus
Course Syllabus
The course syllabus provides brief information about the course.
Other helpful documents:
ELA Grade 10 Benchmarks (restricted access)
Ethnic Studies Scope & Sequence (restricted access)
Course Introduction
Course Introduction
The course introduction slides [UNDER CONSTRUCTION] give a brief introduction to our class, and is very helpful for new students.
Assessment is focused on helping students develop:
critical thinking
creative expression
analytical writing skills
Each unit is structured around an inquiry-based project that will have a creative expression component and an analytical writing component. Throughout the entire unit, students continually brainstorm critical questions and to reflect on both the content and their process. Students also conference regularly with the teacher, and they practice listening closely to one another and offering feedback that can be supportive and helpful.
As a class, we learn and discuss core concepts in the unit.
Individually, students research an individual topic of interest.
Students read, discuss and think critically as they absorb new information. Students share information and ideas in small group discussions, whole class discussions, and online discussion boards.
Individually, students develop a creative piece (literary or other art form) to explore and express their understanding. In writing workshops students study mentor texts and practice applying literary techniques and experimenting with structure and style. In small group discussions, whole class discussions and online discussion boards, students discuss their creative process and their progress.
Individually, students write a research-based essay that walks a reader through the information and complex ideas that form the basis for their creative piece (or an existing creative piece). In writing workshops students study mentor texts and practice applying rhetorical techniques and experimenting with structure and style. Students also practice using critical close reading and applying their knowledge of craft to revise and edit their own work. In small group discussions, whole class discussions and online discussion boards, students discuss their analyses, their writing process and their progress, and they practice giving positive constructive feedback to one another.
The idea is to walk students through the skills of:
processing information and thinking critically
synthesizing information from a variety of sources
expressing deep/complex understanding
communicating their understanding in a clear, organized and engaging way.
Lesson Plans
Lesson Plans
Ethnic Cultures
Ethnic Cultures
Course Description
Course Description
This Ethnic Studies course aims to introduce students to the diverse histories and cultures of the Native American, Latinx, African, Asian, and European diasporas abroad and in the United States. We will use primary and secondary source materials to explore various aspects of ethnic studies including terminology, historical context (influential events and people), geographical and environmental context, cultural context (social organization, language and communication, education, literature and the arts, religion and spirituality, traditions, beliefs and core values, food, etc.), migration, conflict, and identity.
Throughout the year we will also explore our own ethnic identities and develop our voices as scholars, authors and creators. Students develop and practice skills in critical thinking, information gathering, analysis, synthesis, research, creativity, and inquiry-based learning. We will practice study skills including journal writing, annotation, note-taking, and organizing, and we will apply research methods and the creative process to develop and express understanding. Students will also learn to collaborate and support one another as a community of diverse learners and professionals.
Course Objectives
Course Objectives
Throughout the year, we will:
Explore a variety of primary and secondary source material reflecting the history, geography, politics and culture of the Native American, Latinx, African, Asian, and European diasporas.
Analyze and discuss historical events, individuals, ideas, achievements and challenges related to Native American, Latinx, African American, Asian American and European communities.
Use the research process to investigate, evaluate, synthesize and present information and diverse points of view on a contemporary issue relevant to an ethnic community.
Write and publish academic and creative works that explore topics related to ethnic history and culture.
Design a creative work that reflects one’s own ethnic identity.
Apply academic skills such as note-taking, annotating, studying, researching, academic writing and academic citations.
Standards
Standards
This ethnic studies course is based on the following collections of standards:
Mexican American Studies TEKS - historical and cultural points of information related to Mexican Americans (to be expanded to other communities and cultures of the Latinx diaspora)
African American Studies TEKS - historical and cultural points of information related to African Americans (to be expanded to other communities and cultures of the African diaspora)
Native Knowledge 360 Essential Understandings from the Smithsonian - historical and cultural points of information related to the diverse communities and cultures of the Native American diaspora
Asian American Studies Curriculum Framework from the Asian American Research Initiative - historical and cultural points of information related to the diverse communities and cultures of the Asian diaspora
AP English Language Skills | Full Course Description - focuses on development of critical-reading and writing skills through analyzing nonfiction works and crafting evidence-based arguments
AP English Literature Skills | Full Course Description - focuses on interpretation of literary works (short stories, poetry, plays, and novels) and the ability to articulate your thoughts in writing.
AP Seminar - develop and practice skills in research, collaboration, and communication by investigating a real-world issue from multiple perspectives.
AP Research Skills - deeply explore an academic topic, problem, or issue of individual interest by designing, planning, and conducting a research based investigation to address a research question.
For more information on pedagogy, please visit the exploration planning and teaching and learning strategies and writing workshop webpages.
Pedagogy
Pedagogy
Creating Challenging Learning Experiences by Michael McDowell in Edutopia - When teachers leverage inquiry, students use critical thinking skills to examine multiple perspectives and find ways to improve our world. This article includes questions for critical thinking (“what”), criticality (“so what”) and call to action (“now what”). Criticality is "the idea that we must connect critical thinking with varying contexts (past, present, and future situations) and perspectives to the human condition."
Using Place-Based Learning to Explore Immigration History by Marco Chacón in Edutopica - High school teachers can give students a chance to gain insights into their community by exploring the nuances of immigration patterns.
Poetry as a Door - blog post
Questions for Discussion and Writing
Questions for Discussion and Writing
Engage
Engage
These questions are meant to get you started with annotation/note-taking and discussion. Also think about your purpose for reading: Is it to understand? Explore? Enjoy? Your purpose for reading may also influence your thoughts about what stands out to you.
What did you notice first? What words and phrases stand out to you? What line(s) did you find most interesting?/What was your favorite line?
What did it make you think of?/What did you like about it?
What new information/concepts/ideas did you learn?
What does it make you curious about? What does it make you wonder? What questions does it make you think of?
Understand
Understand
These questions focus on understanding what the author/creator is trying to communicate.
Summarize this text, idea, concept, event or issue.
What terms or concepts are defined in connection with this source?
What are your key takeaways?
Analysis & Connections
Analysis & Connections
These questions are focused on analyzing the information and ideas and exploring connections to other sources and ideas. See also the Depth & Complexity questions.
How does this source connect with any themes, patterns or trends in this unit of study?
What themes emerge between two or more sources we are studying?
How does this source contrast with another source or idea? What contrasts do you notice?
Evaluate
Evaluate
These questions are focused on critically evaluating the information and ideas presented in this source and articulating insights gained through note-taking, discussion and reflection. See also the Depth & Complexity questions.
What perspectives can we take to help us better understand the situation?
What assumptions exist?
How/why is this source, idea, concept, event, issue or person significant in a broader context?
What information, ideas and questions can you come up with that challenge the ideas, issues or events presented here?
How has this issue, concept or problem been addressed by others in society?
What insights have you developed from discussing and reflecting on this source, idea, concept, information, event, issue or person?
Create
Create
These questions are focused on using information and insights to inspire creativity and positive action.
How might we explore this idea, concept, event or issue further?
How might our discussion/reflection influence our actions in a way that creates positive and sustainable personal or social change?
Questions for Discussion and Writing
Questions for Discussion and Writing
Resources
Resources
Ethnic Studies Model Curriculum from the California Department of Education - includes lots of background information, lessons, and resources
Journal of American Ethnic History on JSTOR
Race & Ethnicity articles & research from Pew Research Center
Library of Congress Research Guides
Primary Source Sets from Digital Public Library of America
Educator Resources from the National Archives
Treasures of American History from the Smithsonian - National Museum of American History
Smithsonian Center for Folklife and Cultural Heritage
A Different Mirror: A History of Multicultural America by Ronald Takaki - Teaching Guide
People's Century from PBS - videos | website includes episode overviews and teaching resources
A People's History of the World by Chris Harman
Zinn Education Project - explore by time period | theme (including ethnicities) | resource type
Mapping History from University of Oregon
Immigrant and Refugee Families by Ballard, Jaime, et al. from LibreTexts
Race and Ethnic Relations in the U.S.: An Intersectional Approach by Gutierrez, Erika, et al. from LibreTexts
Grand Challenges for Social Work
Journal Articles for Teaching Ethnic Studies
Journal Articles for Teaching Ethnic Studies
Anish, Shroff. “Ethnic Identity and the Power of Being Undefined.” TEDx Talks, www.youtube.com/watch?v=i_naBT43h4E.
Axtell, James. “The Pleasures of Teaching History.” The History Teacher, vol. 34, no. 4, Aug. 2001, p. 433, https://doi.org/10.2307/3054197. Accessed 30 July 2019.
Barkan, Elliott R., et al. “Race, Religion, and Nationality in American Society: A Model of Ethnicity: From Contact to Assimilation [with Comment, with Response].” Journal of American Ethnic History, vol. 14, no. 2, 1995, pp. 38–101, www.jstor.org/stable/27500004. Accessed 11 May 2023.
Bird, Michael Yellow. “What We Want to Be Called: Indigenous Peoples’ Perspectives on Racial and Ethnic Identity Labels.” American Indian Quarterly, vol. 23, no. 2, 1999, p. 1, https://doi.org/10.2307/1185964.
Bradley Commission on History in Schools, The. “Building a History Curriculum: Guidelines for Teaching History in Schools.” The History Teacher, vol. 23, no. 1, Nov. 1989, p. 7, https://doi.org/10.2307/494598.
Brown, Christia Spears, and Hui Chu. “Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context.” Child Development, vol. 83, no. 5, 2012, pp. 1477–1485, www.jstor.org/stable/23321175.
Burgos, Adrian. “Teaching Migration, Race, and Place: A U.S. Latino Historian’s Perspective.” Journal of American Ethnic History, vol. 28, no. 2, 2009, pp. 65–70, www.jstor.org/stable/40543389. Accessed 10 May 2023.
California Department of Education. “Ethnic Studies Model Curriculum.” California Department of Education, 18 Mar. 2021, www.cde.ca.gov/ci/cr/cf/esmc.asp.
Conzen, Kathleen Neils, et al. “The Invention of Ethnicity: A Perspective from the U.S.A.” Journal of American Ethnic History, vol. 12, no. 1, 1992, pp. 3–41, www.jstor.org/stable/27501011.
Dagbovie, Pero Gaglo. “Strategies for Teaching African American History: Musings from the Past, Ruminations for the Future.” The Journal of Negro Education, vol. 75, no. 4, 2006, pp. 635–648, www.jstor.org/stable/40034663. Accessed 10 May 2023.
Dawkins, Ryan. “One American Identity, Two Distinct Meanings.” Bruce D. Benson Center for the Study of Western Civilization, 23 Sept. 2019, www.colorado.edu/center/benson/western-civilization/summer-institute/summer-institute-essays/one-american-identity-two-distinct.
Dennis, Nick. “The Stories We Tell Ourselves: History Teaching, Powerful Knowledge and the Importance of Context.” JSTOR, UCL Press, 2021, www.jstor.org/stable/j.ctv14t477t.15.
Denton, Jennifer Tucker. “Henry Timrod’s ‘Ethnogenesis’ and the Untold Poetic Voices of the Confederacy’s Reverse Epic.” Master’s Thesis, Harvard University Division of Continuing Education, May 2021, dash.harvard.edu/handle/1/37367684. Accessed 12 May 2023.
Gay, Geneva. “Teaching to and through Cultural Diversity.” Curriculum Inquiry, vol. 43, no. 1, 2013, pp. 48–70, www.jstor.org/stable/23524357.
Gowricharn, Ruben S. “Geographies of Ethnogenesis and Diasporas.” Geography Compass, vol. 16, no. 12, Oct. 2022, https://doi.org/10.1111/gec3.12668. Accessed 14 Dec. 2022.
Jaspal, Rusi, and Marco Cinnirella. “The Construction of Ethnic Identity: Insights from Identity Process Theory.” Ethnicities, vol. 12, no. 5, 2012, pp. 503–530, www.jstor.org/stable/43572620.
Kubota, Ryuko. “Critical Teaching of Japanese Culture.” Japanese Language and Literature, vol. 37, no. 1, Apr. 2003, p. 67, https://doi.org/10.2307/3594876.
McDermott, Monica, and Frank L. Samson. “White Racial and Ethnic Identity in the United States.” Annual Review of Sociology, vol. 31, 2005, pp. 245–261, www.jstor.org/stable/29737719.
Nagel, Joane. “Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture.” Social Problems, vol. 41, no. 1, Feb. 1994, pp. 152–176, https://doi.org/10.2307/3096847.
Project READY: Reimagining Equity & Access for Diverse Youth. “Racial and Ethnic Identity Development.” Project READY: Reimagining Equity & Access for Diverse Youth, ready.web.unc.edu/section-1-foundations/module-9-racial-and-ethnic-identity-development/.
Radzilowski, John. “Immigration and Ethnicity across the History Curriculum.” Journal of American Ethnic History, vol. 28, no. 2, 2009, pp. 82–86, www.jstor.org/stable/40543392 . Accessed 10 May 2023.
Rivas-Drake, Deborah, et al. “Ethnic and Racial Identity in Adolescence: Implications for Psychosocial, Academic, and Health Outcomes.” Child Development, vol. 85, no. 1, 2014, pp. 40–57, www.jstor.org/stable/24030520.
Singleton, John. “Education and Ethnicity.” Comparative Education Review, vol. 21, no. 2/3, 1977, pp. 329–344, www.jstor.org/stable/1187664. Accessed 10 May 2023.
Tarver, Heidi. “The Creation of American National Identity: 1774-1796.” Berkeley Journal of Sociology, vol. 37, 1992, pp. 55–99, www.jstor.org/stable/41035456.
Tilford Group, The. “Ethnic Identity Development.” Kansas State University, 2020, tilford.k-state.edu/resources/ethnic-identity-development.html.
Trier, James. “Teaching with Media and Popular Culture.” Journal of Adolescent & Adult Literacy, vol. 49, no. 5, 2006, pp. 434–438, www.jstor.org/stable/40012806. Accessed 10 May 2023.
Vecchio, Diane C. “Immigrant and Ethnic History in the United States Survey.” The History Teacher, vol. 37, no. 4, Aug. 2004, p. 494, https://doi.org/10.2307/1555554. Accessed 21 Feb. 2019.
Wakefield, W. David, and Cynthia Hudley. “Ethnic and Racial Identity and Adolescent Well-Being.” Theory into Practice, vol. 46, no. 2, 2007, pp. 147–154, www.jstor.org/stable/40071481.
Westin, Charles. “Identity and Inter-Ethnic Relations.” JSTOR, Amsterdam University Press, 2010, www.jstor.org/stable/j.ctt46mvd1.4. Accessed 10 May 2023.
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